• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.18-18
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• 2010

교사들의 생각하는 과학학습의 목표는 학생들이 생각하는 과학학습의 목표와 다를 수 있다. 과학을 잘 하는 모습은 교사의 입장에서 볼 때 과학교수 목표를 의미한다. 그러한 의미에서 과학교사들은 학생들이 과학을 잘 하게 하기 위해 과학 수업을 하고 있다고 볼 수 있다. 그러나 과학을 잘하는 모습은 교사마다 다를 수 있기 때문에 교사마다 다른 지향점을 가지고 과학교수활동을 하게 된다. 본 연구의 목적은 예비 교사들의 과학을 잘하는 모습에 대한 인식을 탐색하는데 있다. 연구를 위해 과학을 전공하고 있는 1학년에서 4학년 사이의 예비교사 30명을 대상으로 개방형 질문으로 구성된 설문을 실시하였다. 연구결과 예비교사들이 지닌 과학을 잘 하는 모습에 대한 인식의 유형과 과학을 잘 하는 모습을 결정짓는 상황의 유형을 분류할 수 있었으며, 예비교사들의 과학을 잘하는 모습에 대한 인식과 과학교수목표의 차이를 확인할 수 있었다.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.561-573
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• 2003

The teacher plays important role at students' achievement. This study analyses science class by pre-service science teacher. An survey tool for analysis of science class was composed of the lesson, student behavior, teacher behavior and questioning techniques. Pre-service science teacher analyzed the science class of 100 science teacher. The results of this study showed that pre-service science teacher analysis that current science class did not focused on inquiry-oriented. The score of science class did not statistically significantly difference by science teacher's characteristics as gender and age. Also, they analyses that science teacher use concept-oriented and teacher-oriented method.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.83-88
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• 2006

본 연구에서는 교사 스스로 느끼는 평가에 대한 거부감을 최소화하면서 바람직한 평가 전문성 신장 방향과 방법을 제공할 수 있도록 과학교사를 대상으로 한 학생 평가 전문성 자기 진단 프로그램을 개발하였다. 이 프로그램은 자기반성적 관점에서 과학교사 스스로 자신의 학생 평가 전문성을 진단할 수 있는 도구와 이를 이용하여 얻은 진단 결과를 바탕으로 학생 평가 전문성 수준을 가늠해 볼 수 있는 학생 평가 전문성 등급 평정 척도와 학생 평가 전문성 신장을 위한 안내로 구성되어 있다. 이 프로그램을 개발하기 위해 본 연구에서는 과학교사의 학생 평가 전문성의 개념을 탐색하고, 바람직한 학생 평가 전문성 신장의 방향과 방법을 모색하였다. 또한 과학교사의 학생 평가 전문성 요소를 추출하여 범주별로 정리한 다음 학생 평가 전문성 요소별로 구체적인 수준과 상태를 제시한 과학교사의 학생 평가 전문성 기준을 마련하였다. 마련된 기준을 근거로 과학교사의 학생 평가 전문성 자기 진단 프로그램을 개발하였다. 이를 위해 문헌연구와 더불어 수차례의 과학교육전문가 검토 및 협의, 학교 현장 교사들의 검토 및 협의를 거치면서 수정${\cdot}$보완하는 과정을 거쳤다. 본 연구에서 개발한 과학교사의 학생 평가 전문성 자기 진단 프로그램에는 진단 내용에 과학교사의 평가에 관한 지식과 더불어 실무적인 능력과 실제로 행하고 있는 평가의 실천 내용이 포함될 수 있도록 노력하였다. 또한 교사 스스로 자신의 평가 전문성 수준을 가늠해 볼 수 있도록 전형적인 응답 유형과 채점 기준, 해설 및 평가 전문성 등급 평정 척도를 제시했고 진단 결과를 바탕으로 평가 전문성의 부족한 부분을 보완하고 신장시킬 수 있도록 간략한 전문성 신장을 위한 처방과 평가 지향에 따른 교사의 전형적인 유형을 제시하여 자기 진단 프로그램을 사용하는 교사가 전문성 개선 방향과 방법을 설정하는 데 도움을 주고자 했다. 본 연구는 과학교사 자신의 학생 평가 전문성에 대한 환심을 높이고, 이를 진단하고 신장시키는 데 도움을 줄 수 있을 뿐만 아니라, 과학교사의 학생 평가 전문성 신장을 위한 방안을 마련하려는 데에도 좋은 시사점을 제공할 것으로 판단된다. 이를 위해 과학교사의 학생 평가 전문성 진단 프로그램에 제시된 전문성 평정 기준을 좀 더 객관화하고 보완할 수 있도록 많은 교사들에게 이 프로그램을 사용해 보게 하고 그 결과를 분석하는 후속 연구가 필요하다. 또한, 본 연구에서는 진단 운항을 제작하는 데 있어 지구과학 내용을 소재로 사용하였으나 본 연구에 제시된 진단 문항 제작에 관한 해설을 참고하여 다른 과학교과 내용을 소재로 한 진단 문항 제작도 필요할 것으로 보인다.

• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.33-44
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• 1998

교사들의 과학 교수 효능의 신념을 조사하고 이해하는 것은 과학 교수를 향상시키는데 가장 유력한 요소가 될 수 있음에도 불구하고, 이를 연구한 사례는 거의 없었다 본 연구의 목적은 초등학교 예비 교사들의 교사 양성 과정중 과학 교육 과목이 예비 교사들의 과학 교수 효능의 신념 즉, 자신의 과학 교수 효능감과 과학 교수 결과에 대한 기대감에 미치는 영향을 조사하는 것이다. 이를 위하여 서울교육대학교와 인천교육대학교에 재학중인 예비교사들이 한 학기동안의 과학 교육 과목을 마치고 나서 그들의 과학 교수 효능의 신념이 어느 정도 변화했는지를 측정하였으며, 이에 대한 결과를 t-test로 분석하였다. 연구의 결과로 미루어보아 예비 교사들이 학습한 과학 교육 과목은 그들의 과학 교수 효능감과 과학 교수 결과에 대한기대감을 모두 향상시켰다. 그러나 앞으로는 과학 교육 과목의 어떤 요소들이 그들의 신념을 변화시키는지 구체적으로 알기 위해 질적 연구와 함께 더욱 긴 기간 동안의 연구가 행해져야하며, 변화된 그들의 신념이 실제 초등학교 교사가 될 때까지 지속되는지를 조사하고, 지속될 수 있는 방법들이 연구되어야 할 것이다.

• Journal of Science Education
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• v.35 no.2
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• pp.240-249
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• 2011

The purposes of this study is to compare the beliefs in the nature of science, science teaching and learning of the elementary teachers in charge of the gifted and the general teachers. For this study, a survey on beliefs of the nature of science, science teaching and learning was conducted to 88 elementary teachers for the gifted and 90 elementary general teachers. Data was analyzed by their academic career and major. The results of this study were as follows: There were no significant differences in beliefs in the nature of science and science teaching between the elementary science teachers in charge of the gifted and the general elementary teachers, but the former has a more constructivism in science learning than the latter. In the some sub-domains of the beliefs of the nature of science, science teaching and learning, there were statistically significant differences according to their academic career and major. Implications from findings of this study were suggested, such as recruiting and in-service training system for teachers in charge of the gifted.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.785-798
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• 2010

The purposes of this study are to investigate Korean science teachers' perception of the current science teacher preparation courses in Korea, especially focused on subjects of science education, and to induce implications for improvement of in-service program for science teachers. To do this, a questionnaire was developed by the authors and administered to the 215 science teachers sampled nationwide. The study concluded that science teachers perceived that the two compulsory subjects, 'science education theories' and 'science teaching-learning materials and teaching methods' were not enough for a professional science teacher. Particularly, they consisently insisted that more practices under the relationship with teaching science in schools were necessary when learning subjects of science education. Based on science teachers' response, we recommended that the following 4 subjects should be added in the course of pre-service program for science teachers: 'Development of experiment/demonstration devices', 'Teaching creativity and education for the gifted in science', 'Development of science teaching materials', and 'Science inquiry learning and teaching'.

• Journal of The Korean Association For Science Education
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• v.30 no.8
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• pp.1002-1016
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• 2010

The purpose of this study is to investigate beginner and experienced Korean science teachers' perceptions about the science teacher preparation courses from which they graduated, and to compare them. The study was conducted as a qualitative study using in-depth interviews. For the study, interview questions were developed by the authors based on the questionnaire of 'The IMPPACT project' that was being conducted in America. The interview tool includes questions about their experience of science subject matter content knowledge, science pedagogical content knowledge, and general pedagogical content knowledge in their preparation courses. For the interview, seven beginning science teachers, less than five years of teaching experience, and five experienced science teachers, more than five years of teaching experience, were sampled from secondary schools in Korea. The research results are as follows: First, most of the beginner and experienced science teachers perceived that the teaching methods in the classes of science subject matter were not good model for teaching science in their secondary school, because they were not diverse enough and entailed mostly knowledge transfer just through lecture without teacher-student interaction. Second, most of the beginner science teachers perceived that they were affected positively by the teaching strategies and evaluation methods in the classes for science pedagogical subject matter and they could apply those strategies and methods in their current science teaching. Lastly, most of the beginner and experienced science teachers perceived that general pedagogical subject matter is important and prerequisite for science teaching in their schools, but the courses that they experienced at their university were not appropriate for their current teaching.

• Journal of Science Education
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• v.38 no.3
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• pp.543-554
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• 2014

The purpose of this study is to analysis of the cognitions of Korean science teachers and Timor-Leste's science teachers about the teacher training for the professional development as a science teacher held by Korean science teachers. Most of the Timor-Leste's Science teachers who participated at the teacher training mostly had their 10-year teaching career and were secondary school teachers. The purpose of the teacher training is to provide the science educational support for them and to encourage their own development; to effectively donate their skills and talents as a science teacher in their country. The data was collected from participant observation, interviews, and questionnaires. The results were as follows: many Korean teachers recognized that it is necessary to localize the experimental materials and utilize an appropriate language for the science education of Timor-Leste. Furthermore, until the stable science teacher training system of Timor-Leste is set up, it is necessary to be the precise understandings of the curriculum, the correct data regarding the state of education in Timor-Leste, and the knowledge need to Timor-Leste's science teachers. Meanwhile most of the Timor-Leste's Science teachers mostly had some difficulties in using language due to double translation, paying the participant fee, and travelling long distance from their country in participating the teacher training. What they expected at the teacher training was to enhance their professional ability as a science teacher, and to be able to manage the teacher training for Timor-Leste's science teachers by their own selves.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.263-271
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• 2017

Teacher reeducation is required to be comfortable with the 'Integrated science' subject as introduced in the 2015 revised curriculum. In this research, we designed in-service teacher training programs according to the types of secondary school science teacher's certificates, and developed ways to improve in-service science teachers' competencies. Through Delphi surveys with 22 science education experts, we investigated the features of the 2015 revised 'Integrated science' curriculum in light of its characteristics, purposes, contents system, contents, and so on, and explored teachers' competencies to teach the subject. Based on the analysis of the features of each type of secondary school science teachers' certification and required teacher competencies for teaching 'Integrated science', we developed three types of teacher training programs: in-service training courses for understanding the 2015 revised 'Integrated science' (Type A), in-service training courses for 'Integrated science' (Type B), and in-service teacher training certificate program for 'Integrated science' (Type C). For each teacher training program, we suggested the target of the training program in light of teacher certificates, operation systems, and ways to organize the program. In addition, we also suggested ways to improve 'Integrated science' teacher education programs for pre-service as well as in-service teachers, and examined ways to improve educational requirements for qualification in 'Integrated science' teaching based on the opinions of experts. Discussed in the conclusion are ways to design in-service teacher training programs for 'Integrated science' teaching and ways to improve 'Integrated science' teacher training.

• Journal of the Korean Chemical Society
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• v.64 no.4
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• pp.210-224
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• 2020

The purpose of this study is to investigate science teachers' orientation toward scientific inquiry-based teaching. In this study, five middle school science teachers formed and participated in a teacher learning community for scientific inquiry-based instruction during one year. Data collection consisted of pre and post questionnaire and interviews, audio-recordings of teachers' collaborative lesson planning and reflection on teaching practice, and field notes of participant teachers' teaching practice and follow-up interviews. Data analysis indicated that there were four orientations toward scientific inquiry-based teaching. They were knowledge and beliefs about 'goals of scientific inquiry-based teaching', 'scientific inquiry-based teaching and learning', 'argumentation-based teaching and learning', and 'nature of science and science inquiry'. Teachers' collaboration in a teacher learning community would be effective in facilitating teachers' orientation to scientific inquiry-based teaching.